Subject Handbook

Report 0 Downloads 10 Views

Stamford Bridge, Battle of Hastings, Harrying of the North, Feudal System, Domesday Book,. Motte and Bailey Castle. Mutual Respect. Rights and. Responsibility.

Northampton International Academy

Subject Handbook 2018 - 19

Humanities

Vision and Aims At NIA, the Humanities department believes in helping to foster well rounded, culturally aware and sensitive students who will be ready to join the global community around them. They will develop opinions on a range of topics, as well as be in situations where their current beliefs are challenged and supported by their peers to further strengthen what they believe they stand for as an individual. This in turn will foster their personalities and interests in the world around them. As a Department, we aim to: • Enhance students’ cultural context of the world around them. • Engage students in past, current and future events, with links to how it is relevant for them to be aware. • Develop students who are inquisitive, who can justify their opinions, both written and verbally, and to be confident in their own abilities and beliefs.

We believe in a dynamic approach to lessons, through a range of different teaching styles in combination with engaging tasks, from lively discussions and debates to extended analytical pieces of independent writing.

Staff Responsibilities Teacher

Responsibility

Ms Tessa McLaughlin

Head of Humanities

[email protected] Mr Lee Towers

Teacher of History &

[email protected]

Assistant Principal of Pastoral

Ms Emma Eke

Teacher of Geography

[email protected]

Subject Information EYFS: • RE is taught in reception as an integral part of the topic work covered during the year. It is taught through both discrete units, as set out in the SACRE document and through topic work, for example exploring different Religious festivals. EYFS children should experience a minimum of 30 hours adult-led teaching over a year. They should be taught about Christianity as well as beginning to learn about other religions or belief systems represented in the school and the local area. These units should be engaging for the children and it is recommended that children experience Religious artefacts as well as visits and visitors to make the topics engaging.

KS1: • During Key Stage 1, pupils are entitled to a minimum of 45 hours of RE teaching over the year. It is usually taught as a discrete subject but can be taught through a topic were applicable. They study Christianity and Judaism. These units should be engaging for the children and it is recommended that children experience Religious artefacts as well as visits and visitors to make the topics engaging.

KS2: • During Key Stage 2, pupils are entitled to a minimum of 36 hours of RE teaching over the year. It is usually taught as a discrete subject but can be taught through a topic were applicable. Pupils study Christianity, Hinduism, Sikhism and Islam. These units should be engaging for the children and it is recommended that children experience Religious artefacts as well as visits and visitors to make the topics engaging.

KS3: • Subjects: Humanities at Secondary School consists of History, Geography and Religious Education. Year 7 have access to 3 hours of Humanities curriculum time a week which allows them to be fully immersed in each subject whilst Year 8 has 2 hours a week. This allows Year 8 an exposure to History and Geography to help guide them in their option subjects for Year 9. Options for GCSE currently take place towards the end of Year 8. Students are required to choose between History or Geography as their Humanities option. • Lessons: Year 7 and 8 classes are set based on their English ability level. This provides a natural link to help them access the content in Humanities lessons as all three subjects require extended writing and reading opportunities. All abilities are taught the same topics but the approach within the lesson and differentiation of tasks is based on their end of year target grade. Grades are linked to skill descriptors which influences the style of tasks and application of knowledge written pieces. Despite lessons being differentiated, students are still able to be autonomous in their learning by having their own choice on which level of challenge they wish to work through for each task in the lesson. Each Challenge task is provided with a ‘help sheet’ and specific guidance to encourage students to challenge themselves whilst still feeling a sense of success. The starter is dedicated to recap and recall of knowledge through a variety of low stakes short quiz answers. These results are collected by teachers to inform planning of future lessons to provide support and further teaching of concepts where necessary. The rest of the lesson is available for knowledge acquisition and application of knowledge to extended pieces of written work.

• Homework: Students will have a piece of Humanities homework weekly, but the subject of it will alternate between History, Geography or RE. These tasks will range from research tasks, creative crafts to writing extended pieces and revision. Each student will be provided with a Quizlet log in which they will be expected to complete 3 revision games and a recap test each week to maintain their understanding of key terms and knowledge. Teachers are able to see the scores for students online, the length of time they have spent revising and the number of games they have attempted. Rewards and Detentions will be set in response to the NIA Policy. • Support at Home: If students wish to visit the subjects from class in more depth independently at home, they may find these websites of use: https://www.bbc.co.uk/education - BBC Bitesize http://johndclare.net/ - History sources, resources and ideas http://www.coolgeography.co.uk/ - Geography activities, ideas and facts https://quizlet.com/en-gb - use their homework log in to complete quizzes again

KS4: • Subjects: Students at NIA commence their KS4 study in Y9, following their option choices at the end of Y8. They have 2 hours a week of their option subject (History / Geography) in addition to accessing an hour a week of Philosophy and Ethics. The Autumn Term of Y9 provides students with foundational basis in skills and knowledge to help prepare them for their GCSE course.

Spring 2019 will see students commence their GCSE units including content, assessments and any extra components required of the course, such as off-site field work in Geography. • Lessons: Classes are set based on students’ language options for GCSE, which is a combination of ability and option blocks. Lessons will be designed using a variety of styles to ensure that students are engaged with GCSE content but also supported in tackling exam questions and papers. Students will feel familiar with the layout of tasks as they incorporate the same independence in the choice of tasks focused around three challenges. Support and scaffolding will remain in Y9 through the use of ‘help sheets’ but these will be gradually withdrawn for students as they progress throughout the course and their familiarity with GCSE Assessment Structures improve. Lesson starters are dedicated to recap and recall of knowledge through a variety of low stakes short quiz answers. These results are collected by teachers to inform planning of future lessons to provide support and further teaching of concepts where necessary. The remainder of lessons will alternate between knowledge acquisition, application of knowledge through a range of styles from debates to extended exam answers, as well as detailed feedback and progression focused lessons. • Homework: Students will have weekly homework in the option subject. These tasks will range from flipped learning, to research tasks, to exam answers and revision. All students will be provided with a Quizlet log in which they will be expected to complete 3 revision games and a recap test each week to maintain their understanding of key terms and knowledge. Teachers are able to see the scores for students online, the length of time they have spent revising and the number of games they have attempted. Rewards and Detentions will be set in response to the NIA Policy.

• Support at Home: If students wish to visit the subjects from class in more depth independently at home, they may find these websites of use: https://www.bbc.co.uk/education - BBC Bitesize http://johndclare.net/ - History sources, resources and ideas http://www.coolgeography.co.uk/ - Geography activities, ideas and facts https://quizlet.com/en-gb - use their homework log in to complete quizzes again

ICT: Students are provided with opportunities throughout the year to incorporate the use of ICT skills within their lessons. Staff have access to booking laptops and iPads for use in class settings so that students can complete research and create presentations. Geography students in particular are also able to utilise a number of surveying and data analysis Apps to support them in their UK based Fieldwork elements of the subject. There will also be opportunities for students to complete ‘virtual’ trips through the use of VR Headsets to explore areas around the world they are studying, but not always practical to visit.

Curriculum Overview The Humanities Curriculum is designed to provide students with a well-rounded understanding of the three main elements of the subjects, whilst also providing a sound foundation for students to continue to build on as they enter their KS4 and KS5 levels of study. Please see individual schemes of learning for more details.

Year 7 - History

Timeline/When

Unit 1: 12 week unit Autumn Term

Unit 2: 10 week unit Spring Term

Unit 3: 10 week unit Summer Term

Topic/Objectives Key Skills/Concepts to be covered

The Normans – “How did William establish Norman control over England?” Concepts include: Contenders for the Throne, Stamford Bridge, Battle of Hastings, Harrying of the North, Feudal System, Domesday Book, Motte and Bailey Castle

Medieval Kingship – “What was the most important quality to be a successful medieval King?” Concepts include: Thomas Becket, Henry II and Penance, King John, Magna Carta, Edward 1st, Henry V and Agincourt

The Tudors – “To what extent did religion change during the Tudor Period?” Concepts include: Henry VIII, Break from Rome, Edward VI, Mary 1st, Population’s response to religious changes, Elizabeth 1st and the Religious Settlement

SMSC/FBV Opportunities

Mutual Respect Rights and Responsibility Democracy

Democracy Individual Liberty Mutual Respect

Mutual Respect Rights and Responsibility

International Learning Opportunities

The Environment Cultures Perceptions and Values Interdependence

Cultures Perceptions and Values Interdependence

Diversity Culture Perceptions and Values Interdependence

Year 7 - Geography Timeline/When

Unit 1: 12 week unit Autumn Term

Topic/Objectives Key Skills/Concepts to be covered Physical Geography – “Weather and Climate” Concepts Include: weather forecasts, cloud formations, rainfall, air pressure, climate graphs, factors affecting climate and Beast from the East Case Study

SMSC/FBV Opportunities

International Learning Opportunities

Mutual Respect

Environment Diversity

Democracy Rule of Law Mutual Respect

Diversity Rights and Responsibilities Environment Social Justice

Rule of Law Democracy

Environment Interdependence Rights and Responsibilities

Availability to complete microclimate fieldwork on site.

Human Geography – “Population”

Unit 2: 11 week unit Spring Term

Concepts Include: world population, UK population structures, age impacts, change over time, management of Population and the One Child Policy in China, factors affecting population, Migration Opportunity to study the impact on Brexit on population and migration patterns.

Unit 3: 10 week unit Summer Term

Physical Geography – “Coasts” Concepts Include: waves and tides, landforms and erosion, coastal management, decision making exercises and long term protection

Year 7 - RE

Timeline/When

Unit 1: 7 week unit Spring Term

Unit 2: 7 week unit Summer Term

Topic/Objectives Key Skills/Concepts to be covered

SMSC/FBV Opportunities

International Learning Opportunities

Introduction to RE – “How are belief systems formed?” Concepts include: Types of Beliefs, Religious Beliefs, Ultimate Questions, Awe and Wonder, Design Argument

Buddhism – “What do Buddhist teach about finding happiness?” Concepts Include: needs and wants, different understandings of happiness, Siddartha Gotama, Cures for unhappiness, Four Noble Truths, Eightfold Path

Mutual Respect and Tolerance

Diversity

Individual Liberty

Mutual Respect and Tolerance Individual Liberty

Environment Interdependence

Unit 3: 7 week unit Summer Term

Sikhism – “How do Sikhs identify themselves in Modern Britain?”

Mutual Respect and Tolerance

Concepts include: Personal Identification, Guru Nanak, Mool Mantra, The Khalsa, The 5 K’s

Individual Liberty

Diversity Interdependence Social Justice

Year 8 – History Timeline/When Unit 1: 10 week unit Autumn Term

Topic/Objectives Key Skills/Concepts to be covered Slavery – “Why was slavery abolished?” Concepts include: British Empire, Triangular Trade, Middle Passage, Slave Auctions, Life on Plantations, Abolition Movement

SMSC/FBV Opportunities Individual Liberty Cultural Dev. Mutual Respect and Tolerance Rule of Law

International Learning Opportunities Environment Interdependence Rights and Responsibilities Social Justice Diversity

World War One – “How did World War One start? Unit 2: 7 week unit Spring Term

Unit 3: 7 week unit Spring Term

Concepts include: Longer Term causes of Military, Alliances, Imperialism and Nationalism, as well as short term causes of assassination of Archduke Franz Ferdinand

Hitler’s Rise to Power – “How did Hitler gain complete control of Germany?” Concepts include: German dissatisfaction, Political Changes, Social Changes, Hitler Youth, and Economic Changes.

Holocaust – “Why was the Holocaust able to happen?” Unit 4: 7 week unit Summer Term

Concepts include: Defining the Holocaust, Personal Accounts of Survivors, Discrimination to Ghettoisation, Concentration Camps and Responsibility.

Democracy Individual Liberty Spiritual Dev.

Interdependence Rights and Responsibilities Social Justice Diversity

Democracy Rule of Law Mutual Respect

Environment Interdependence Rights and Responsibilities Social Justice Diversity

Mutual Respect and Tolerance. Rule of Law. Democracy.

Environment Interdependence Rights and Responsibilities Social Justice Diversity

Year 8 – Geography Timeline/When

Topic/Objectives Key Skills/Concepts to be covered

SMSC/FBV Opportunities

Human Geography – “Development” Unit 1: 11 week unit Autumn Term

Unit 2: 10 week unit Spring Term

Concepts Include: Development indicators, effectiveness of measuring development, Indian Case Study, Fair Trade, International Aid, Sustainable Development Goals

Mutual Respect Democracy

Environment Interdependence Diversity Rights and Responsibilities

Rule of Law Democracy

Environment Interdependence Rights and Responsibilities

Mutual Respect Democracy

Environment Interdependence Diversity Rights and Responsibilities

Rule of Law Democracy

Environment Interdependence Rights and Responsibilities

Physical Geography – “Coasts” Concepts Include: waves and tides, landforms and erosion, coastal management, decision making exercises and long term protection

International Learning Opportunities

Human Geography – “Globalisation” Unit 3: 9 week unit Summer Term

Unit 4: 8 week unit Summer Term

Concepts Include: defining globalization, Transnational Corporations, Factors influencing globalization, Sweatshops and Child Labour, Negatives and Positives of a globalizing world, impact on poverty and carbon footprint.

Physical Geography – “Rivers” Concepts Include: water cycle, infiltration, hydrographs, profile of rives, meanders, waterfalls, oxbow lakes and flooding.

Year 9 – History

Timeline/When

Topic/Objectives Key Skills/Concepts to be covered

Chronological Context to Tudor England Unit 1: Autumn Term

Concepts Include: Tudor establishment of control, Henry VII, Henry VII, Break from Rome, Tudor Life in England, Edward VI, Mary I

SMSC/FBV Opportunities

Mutual Respect and Tolerance Individual Liberty

International Learning Opportunities

Environment Rights and Responsibilities Values and Perceptions Interdependence

Unit 2: Spring & Summer Term

AQA GCSE – Elizabethan England 1568 - Mutual Respect and Tolerance 1603 Concepts Include: Troubles at Home, Court and Parliament, Life in Elizabethan England, Trouble Abroad, Historic Environment Location Study

Individual Liberty

Environment Rights and Responsibilities Values and Perceptions Interdependence

Year 9 - Geography

Timeline/When

Topic/Objectives Key Skills/Concepts to be covered

SMSC/FBV Opportunities

International Learning Opportunities

Human Geography – “Urbanisation”

Unit 1: Autumn Term

Concepts Include: population change and demographics, settlement types, functions and patterns, patterns of world urbanization, migration impacts

Mutual Respect Democracy

Interdependence Environment Rights and Responsibilities Diversity

Rule of Law Democracy Mutual Respect

Interdependence Environment Rights and Responsibilities Diversity

Opportunity for mini fieldwork project in Northampton Town Centre to study the impact of urbanisation on this area.

Physical Geography – “Ecosystems and Tropical Rainforests” Unit 2: Spring & Summer Term

Concepts Include: UK ecosystems, food chains, interrelationships at all scales and levels. Tropical Rainforests including features, characteristics, biodiversity, deforestation and sustainable management

Assessment KS3: Students complete a range of assessment tasks within a unit of study in each Humanities subject. These combine to create an average working at grade for students taking into account their written skill ability, knowledge recall and retention, and opportunities to respond to feedback and develop their answers. Assessments use elements from GCSE examinations and range from multiple choice quizzes, short answer questions to extended test papers and essays. Grades are reported using the GCSE scale of 9 – 1 (including P grades for those progressing towards GCSE grade 1). Fine grades are determined using the -/+ symbols, where a + would indicate a secure understanding of the components required at that level. For each of the units outlined above, each of the following elements will take place:

KS4: Students in Y9 will follow a similar structure to KS3, but will likely have a greater number of opportunities for STAR and ‘Plug the Gap’ feedback lessons due to the increased quantity of content and level of assessment required to prepare them sufficiently for the demands of a Year 11 GCSE paper.

Recommend Documents
Classes are taught in mixed ability Drama and Dance skills but are streamed via English ... 1. Making and creating. (choreographing, directing, devising). 2.

Local and national galleries and museums: http://www.visitnorthamptonshire.co.uk - ... http://www.ashmolean.org/ Oxford http://www.tate.org.uk/ Tate Modern and ...

Prior to the beginning student teaching, students can volunteer to observe and help out ... Provide opportunities for the teacher candidate to function as a professional ... while meeting all requirements of the student teaching experience. ..... Are

Secondary Phase. • Mr Jon Lambert. Head of Design Technology/STEM. • Mrs Mariza Horne. Design Technology Teacher, Head of House. • Mr Andy Russell.

Haryana, Chandigarh. State Public Information Officer—cum-. Superintendent General Services-1 Branch. State Public Information Officer-cum-. Superintendent ...

to n efield. Western. Western. Richmond. D arcy. D arcy. Halifax. Halifax. S tonefield. S tonefield. Paisley. Paisley. Telford. Telford. B roughton. B roughton. B ro m.

Goody Goody. Liquors. Urban. 8. Budget. Suites. 54th Street. Restaurant. Firestone. Matress. HQ. Freddy's. Methodist Urgent. Care. Cheveron. Liv General and ...

Braum's. El Pollo. Regio. Style. Cuts. Pizza. Hut. David's Automotive. Repair. Dry Clean. Supercenter. H2O To. Go. Angelina's Mexican. Restaurant. Puff &. Stuff.

SH 121. M ain S t. M ain S t. M ain S t. M ain S t. S. H. 121 U. -Tu rn. S. H. 121 U. -Tu rn. M ain S t. M ain S t. M ain S t. M ain S t. Wal-Mart. Artic. Liqour. Wells- ...

to n efield. Western. Western. Richmond. D arcy. D arcy. Halifax. Halifax. S tonefield. S tonefield. Paisley. Paisley. Telford. Telford. B roughton. B roughton. B ro m.